I was unable to reach a page within the wiki that allows me to upload my document, so I cut and pasted it.
Name:
Carla Boyd District/School or Organization: Otondo Elementary School / Yuma School District One
Subject Area/Topic: Reading / Critical Thinking
Grade Level(s): 3-5
Part 1 – List the appropriate standards (State or National Standards for Content, Technology or 21st Century Skills) and one ore more Thinkfinity learning object(s) aligned to the standards.
State or National Standards Name of learning object(s) / URL(s)
IRA/NCTE STANDARDS:
3 - Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Students will focus on prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features.
6 - Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
11 - Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities while integrating technology usage.
12 - Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Students will learn why culture and literacy competency are important in a global society. Students will learn about the cultural struggles of a Korean child during the occupation of Japan in Korean history.
Part 2 – Determine instructional elements - Integration
A. Which type of Thinkfinity learning object is this? B. Where will I use this learning object in the instructional cycle? C. Which instructional strategies will I employ?
Learning Object for Teacher Use
1 Online (requires a computer)
0 Offline (no computer required)
Learning Object for Student Use
1 Online (requires a computer)
0 Offline (no computer required)
1 Opening Motivational Activity
1 Central Focus of Lesson Plan
1 Research Tool for Students
0 Closure Activity
1 Assessment Tool
0 Remediation Tool
1 Enrichment Tool
1 Direct instruction
1 Indirect instruction
1 Experiential learning
1 Independent study
1 Interactive instruction
0 Other
Part 3 – Plan for student success - Implementation
A. How will I configure my classroom for the learning activity?
Classroom Configuration:
0 Computers not needed - printable resource
1 Whole group instruction, using a projector and / or interactive white board
1 Whole group activity, with small groups using mobile laptops simultaneously
0 Small group, using classroom computers or mobile laptops as rotating stations
0 One to one, using classroom computers or mobile laptops as rotating stations
1 One to one, in a computer lab setting
0 One to one, with individual student laptops
0 Other
Notes:
Whole group instruction – modeling use of online resources.
One-To-One – instruction to facilitate indivdual exploration and learning.
Small Group – instruction to facilitate differentiated instruction based on student ability and teacher grouping.
B. How will I manage implementation?
Classroom Management:
0 General computer rules / procedures
1 Specific directions for activity
0 Helping Hands
0 Other
Notes: Students will be exposed to chapters of the story read by the teacher. Students will become familiar with the setting of the story as well as vocabulary. Another important piece of this lesson is the integration of cultural experience relating to the history and art of Korea.
C. What additional considerations will support successful implementation?
0 Software
0 Hardware
1 Supplemental Materials
0 Other
Notes: Internet support will be necessary to allow students to research the culture and time period of Korea during World War II and the Korean War of 1950’s.
Part 4 – Develop the student learning activity
A. Describe the learning activity. What will students be asked to do with the Thinkfinity learning object(s)?
Students listen to a book read aloud by the teacher or read it silently by themselves. (In this lesson, the book used is “When My Name Was Keoko” by Linda Sue Park) After reading, students answer an open-ended question about cultural and literacy competency and why it is important in a global society. Students take positions, then identify reasons to support their positions. Then, they evaluate the reasons and draw conclusions for themselves. This lesson may be followed by additional whole-class discussion sessions that place emphasis on dialogue, eventually transferring more and more responsibility to the students for their learning.
Students will be assessed by presenting a powerpoint presentation consisting of 4 slides at the close of this unit plan.
B. Describe how the learning activity will address students’ individual needs – Differentiation
Students will work as a whole group class facilitated learning through their instructor as well as individual paired learning based on their learning needs in small group instruction.
C. Effectiveness – What indicators can you expect to see / hear from students, which will inform you about the effectiveness of the learning activity?
Students will be able to give a background knowledge of the Korean culture at the time of World War II and the occupation of Japan as well as a contrast to current culture. They will have a working knowledge of cultural and literacy competencies as brought out through this less utilizing technology and literature.
Part 5 – Do a complete trial run of the learning activity you described in step 3D.
Reflect on the learning activity.
Considerations: Considerations – technology working effectively. Test run the Library of Congress webinar offered by the author of the book “When My Name Was Keoko”.
Part 6 – Consider the bigger picture
Describe how this learning activity fits within a lesson or unit plan, to meet objectives that will be assessed.
NOTE: Information about additional learning activities or materials that will be used to complement this learning activity may be included.
This lesson fits the need for students to be culturally aware. Yuma is limited in various ethnic groups and it is very important for students to have an understanding of the global world in which we live.
I was unable to reach a page within the wiki that allows me to upload my document, so I cut and pasted it.
Name:
Carla Boyd District/School or Organization: Otondo Elementary School / Yuma School District One
Subject Area/Topic: Reading / Critical Thinking
Grade Level(s): 3-5
Part 1 – List the appropriate standards (State or National Standards for Content, Technology or 21st Century Skills) and one ore more Thinkfinity learning object(s) aligned to the standards.
State or National Standards Name of learning object(s) / URL(s)
IRA/NCTE STANDARDS:
3 - Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Students will focus on prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features.
6 - Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
11 - Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities while integrating technology usage.
12 - Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Students will learn why culture and literacy competency are important in a global society. Students will learn about the cultural struggles of a Korean child during the occupation of Japan in Korean history.
Part 2 – Determine instructional elements - Integration
A. Which type of Thinkfinity learning object is this? B. Where will I use this learning object in the instructional cycle? C. Which instructional strategies will I employ?
Learning Object for Teacher Use
1 Online (requires a computer)
0 Offline (no computer required)
Learning Object for Student Use
1 Online (requires a computer)
0 Offline (no computer required)
1 Opening Motivational Activity
1 Central Focus of Lesson Plan
1 Research Tool for Students
0 Closure Activity
1 Assessment Tool
0 Remediation Tool
1 Enrichment Tool
1 Direct instruction
1 Indirect instruction
1 Experiential learning
1 Independent study
1 Interactive instruction
0 Other
Notes: Visit http://olc.spsd.sk.ca/DE/PD/instr/index.html for more information on the instructional strategies listed.
Notes:
http://www.pbs.org/hiddenkorea/intro.htm
http://www.readwritethink.org/lessons/lesson_view.asp?id=326#standards
http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=3765
Part 3 – Plan for student success - Implementation
A. How will I configure my classroom for the learning activity?
Classroom Configuration:
0 Computers not needed - printable resource
1 Whole group instruction, using a projector and / or interactive white board
1 Whole group activity, with small groups using mobile laptops simultaneously
0 Small group, using classroom computers or mobile laptops as rotating stations
0 One to one, using classroom computers or mobile laptops as rotating stations
1 One to one, in a computer lab setting
0 One to one, with individual student laptops
0 Other
Notes:
Whole group instruction – modeling use of online resources.
One-To-One – instruction to facilitate indivdual exploration and learning.
Small Group – instruction to facilitate differentiated instruction based on student ability and teacher grouping.
B. How will I manage implementation?
Classroom Management:
0 General computer rules / procedures
1 Specific directions for activity
0 Helping Hands
0 Other
Notes: Students will be exposed to chapters of the story read by the teacher. Students will become familiar with the setting of the story as well as vocabulary. Another important piece of this lesson is the integration of cultural experience relating to the history and art of Korea.
C. What additional considerations will support successful implementation?
0 Software
0 Hardware
1 Supplemental Materials
0 Other
Notes: Internet support will be necessary to allow students to research the culture and time period of Korea during World War II and the Korean War of 1950’s.
Part 4 – Develop the student learning activity
A. Describe the learning activity. What will students be asked to do with the Thinkfinity learning object(s)?
Students listen to a book read aloud by the teacher or read it silently by themselves. (In this lesson, the book used is “When My Name Was Keoko” by Linda Sue Park) After reading, students answer an open-ended question about cultural and literacy competency and why it is important in a global society. Students take positions, then identify reasons to support their positions. Then, they evaluate the reasons and draw conclusions for themselves. This lesson may be followed by additional whole-class discussion sessions that place emphasis on dialogue, eventually transferring more and more responsibility to the students for their learning.
Students will be assessed by presenting a powerpoint presentation consisting of 4 slides at the close of this unit plan.
B. Describe how the learning activity will address students’ individual needs – Differentiation
Students will work as a whole group class facilitated learning through their instructor as well as individual paired learning based on their learning needs in small group instruction.
C. Effectiveness – What indicators can you expect to see / hear from students, which will inform you about the effectiveness of the learning activity?
Students will be able to give a background knowledge of the Korean culture at the time of World War II and the occupation of Japan as well as a contrast to current culture. They will have a working knowledge of cultural and literacy competencies as brought out through this less utilizing technology and literature.
Part 5 – Do a complete trial run of the learning activity you described in step 3D.
Reflect on the learning activity.
Considerations: Considerations – technology working effectively. Test run the Library of Congress webinar offered by the author of the book “When My Name Was Keoko”.
Part 6 – Consider the bigger picture
Describe how this learning activity fits within a lesson or unit plan, to meet objectives that will be assessed.
NOTE: Information about additional learning activities or materials that will be used to complement this learning activity may be included.
This lesson fits the need for students to be culturally aware. Yuma is limited in various ethnic groups and it is very important for students to have an understanding of the global world in which we live.